Relación entre la autopercepción y autoeficacia para el desarrollo de competencias en soporte vital en entornos de simulación clínica de alta fidelidad / Relationship between self-perception and self-efficacy for the development of competencies in Vital Life Support in high-fidelity clinical simulation environments

OBJETIVO: Analizar si existe relación entre la autopercepción y la autoeficacia para el desarrollo de competencias asociadas al cuidado de paciente crítico en un entorno clínico de simulación de alta fidelidad, en la formación de estudiantes de enfermería en soporte vital. MÉTODO: Estudio cuasi-experimental realizado en el curso 2014-2015, en 2 grupos de alumnos del grado de enfermería con medición pre-post test, sometidos a la misma experiencia de simulación de paciente crítico con evolución posible a parada cardiaca. Se utilizó como marco teórico la educación en simulación en enfermería, la autopercepción y la autoeficacia, así como las últimas recomendaciones del Consejo europeo en resucitación. RESULTADOS: En ambos grupos se observó un aumento significativo de la autopercepción para el desarrollo de competencias asociadas a una situación crítica con variaciones entre ambos grupos en relación con la autopercepción y la autoconfianza. CONCLUSIONES: Los resultados nos permiten recomendar la simulación clínica para la formación de estudiantes en soporte vital, al aumentar de manera significativa su nivel de autopercepción para el desarrollo de competencias asociadas a los cuidados críticos, y establecer relaciones positivas entre la autopercepción y la autoconfianza del estudiante

OBJECTIVE: To determine if there is a correlation between self-perception and self- efficacy in the development of learning abilities associated with the care of the critically ill patient in a Clinical Environment of High Fidelity Simulation, as part of the training for nursing students in the field of Life Support. METHOD: Quasi-experimental study carried out in academic year 2014-2015 with two groups of Nursing Degree students, and applying pre/post measurement tests. The students were subjected to the same simulation experience, that of a critical patient with a possible progression to cardiac arrest. Simulation training, self-perception, and self-efficacy were used as theoretical framework, as well as the latest recommendations by European Resuscitation Council. RESULTS: A significant increase in self-perception for the development of competences associated with a critical situation was observed in both groups. As for self-perception and self-efficacy, some variations were found between the groups. CONCLUSIONS: The results found allow us to recommend clinical simulation for the training of students in critically ill patients, since there is a significant increase in the level of self-perception for the development of competences associated with critical care. Likewise, clinical simulation provides a positive link between self-perception and self-confidence in the students

The Modification of Vital Signs According to Nursing Students' Experiences Undergoing Cardiopulmonary Resuscitation Training via High-Fidelity Simulation: Quasi-Experimental Study.

BACKGROUND: High-fidelity simulation represents a primary tool in nursing education, especially when hands-on practical training is involved. OBJECTIVE: We sought to determine the influence of high-fidelity clinical simulation, applied during cardiopulmonary resuscitation (CPR) training, on blood pressure, heart rate, stress, and anxiety levels in 2 groups of nursing students. One group had experience in health contexts, whereas the other group had none. METHODS: We performed a quasi-experimental study. Data were collected between May and June 2015 and included measurements of all the resting values, before and after participation in CPR clinical simulations regarding the 2 groups of university students (ie, with and without experience). RESULTS: An increase in vital signs was observed in students after participating in a clinical simulation scenario, especially the heart rate. In all students, increased stress and anxiety levels were observed before the first simulation case scenario. Also, in all study groups, a decrease in vital signs, stress levels, and anxiety was observed throughout the study. CONCLUSIONS: Participation in high-fidelity simulation experiences has both physiological and psychological effects on students.

Aprendizaje en entornos de simulación de alta fidelidad: evaluación del estrés en estudiantes de enfermería / Learning in high fidelity simulation environments: Stress evaluation in nursing students

OBJETIVO: Evaluar si la realización de simulaciones de alta fidelidad influye en el estrés de los alumnos de enfermería. MATERIAL Y MÉTODOS: Diseño cuasiexperimental. Medición pre- y pos- a la participación en un escenario de simulación clínica (ECS). Participaron 107 alumnos con y sin experiencia clínica. RESULTADOS: Comparando con los niveles basales, el estrés aumenta en alumnos sin experiencia clínica previa antes de su primer ECS, pero no antes del segundo. En alumnos con experiencia clínica previa no se observan cambios.comparando los niveles inmediatamente antes y después del ECS, en los alumnos sin experiencia hay una disminución durante su primer caso y antes del segundo caso respecto al primero. En los alumnos con experiencia durante el primer caso hay una disminución del estrés. DISCUSIÓN: Antes del C1-basal, después de C1, después de C2, antes de C1-antes de C2, existe una disminución de los niveles. CONCLUSIONES: Participar en ECS induce aumento del estrés antes del primer caso con reducción posterior

OBJECTIVE: To assess whether high fidelity simulations have an effect on stress in nursing students. MATERIAL AND METHODS: A study with a quasiexperimental design with pre- and pos-measurement in a clinical simulation scenario (CSS). A total of 107 students, with and without clinical experience took part. RESULTS: On comparing with the baseline levels, stress increased in students with no clinical experience prior to their first CSS, but not prior to the second. No changes were observed in students with previous clinical experience. On comparing the stress levels immediately before and after the CSS, there was a decrease in the students without experience during their first case (C1) and before the second (C2) as regards the first one. There was a decrease in stress in the first case. DISCUSSION: There is a decrease in stress levels before the C1-baseline, after C1, after C2, after C1-before C2. CONCLUSIONS: Participating in a CSS leads to an increase in stress before the first case, with a subsequent reduction